Unit4whatwouldyoudoTheSixthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)KeyVocabularyrepresent,let…down,comeupwith(2)Fillinblanksandmakesentenceswiththewordsnervous,shy,tired,terrible,friendly.(3)ReadtheemailfromFran,andwriteareply.2.AbilityObjects(1)Trainstudents’abilityofreadingcomprehension.(2)Trainstudents’abilityofwriting.3.MoralObjectThereasonwhyyouareshymaybethatyouareafraidofbeinglaughedat.Encouragestudentstobeconfident.Ⅱ.TeachingKeyPoints1.Fillinblanksandmakesentenceswithvocabularywords.2.Writeareplyusingthetargetlanguage.Ⅲ.TeachingDifficultPointMakesentenceswithvocabularywords.Ⅳ.TeachingMethods1.Readingmethod2.WritingmethodⅤ.TeachingAids1.Apersonalitysurvey2.AprojectorⅥ.TeachingProceduresStepⅠRevisionGoondoingtheoptionalactivitylastclass.Showthepersonalitysurveymadeupofstudents’questionsonthescreenbyaprojector.Askstudentstochooseananswertoeachquestion.Discussthepersonalitysurveyresultsalongwithstudents.Voteonthemostpopularpersonality.StepⅡPart1Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.Askstudentstofillintheblanksontheirown.Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofstudentschecktheiranswers.Answers1.tired2.nervous3.friendly4.terrible5.shyAskstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.Sampleanswers1.Areyoutired?2.Don’tbenervous.It’snothingserious.3.Wemustbefriendlyandpatienttotheold.4.--What’swrongwithyou?--I’vegotaterribleheadache.5.Sheissoshyagirlthatshedaren’tspeakinpublic.StepⅢPart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Teachstudentstopracticethewordsrepresent,let…downandcomeupwith.Readthee-mailfromFrantotheclass.Setatimelimitoffiveminutes.Studentsreadtheemailagaincarefullyanddiscusswhattheyaregoingtowriteinthereply.Movearoundtheroomansweringanyquestionsstudentshaveinthereading.Getstudentstowriteareplyontheirown.Say,YourreplywillinvolvetellingMeinottobeshy,explaininghowsheisthebestpersonforthejobandencouraginghertopracticeinvariousways.Asstudentsdothis,walkaroundtheroomofferinganyhelptheymayneed.Askafewstudentstoreadtheirrepliestotheclassandsharetheirsolutions.Answerstothisactivitywillvary,AsampleversionDearFran,I’mverygladtohearthatMeiissogoodatEnglish.Inmyopinion,sheshouldtakepartinthecontest.Itisachancetoshowherselfandlearnfromothers.Sheisveryclever.ShecanspeakEnglishreallywell.Andshealwayscomestopintheschoolexam.Sosheissuretowinthecontest.Thereisnoneedforhertobeshy.Tellherthattheteacherandthewholeclasswillhelpherprepareforthecontestandencouragehertopracticeinvariousways.Withthehelpoftheteacherandtheclassmates,shewillsucceed.Doremember:Try,thenyou’llmakeit.StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.Askstudentstoreadthecartoonstoryinpairs.Ask,Why,isitfunny?Helpstudentstoanswer.Themousecanscarethekitten,butabigcatcanscarethemouse.StepⅤSummaryInthisclass,we’vedonemuchreadingandwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.StepVIHomework（1）ReadtheemailfromFranagain.（2）Finishofftheworkbookexercisesonpages12～14oftheworkbook.StepⅦBlackboardDesignUnit4Whatwouldyoubuy?SelfcheckTheSixthPeriodSampleanswerstoActivity1:1.Areyoutired?2.Don’tbenervous.It’snothingserious.3.Wemustbefriendlyandpatienttotheold.4.—What’swrongwithyou?—I’vegotaterribleheadache.5.Sheissoshyagirlthatshedaren’tspeakinpublic.
